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INDUSTRIAL DRAWING 



IN PUBLIC SCHOOLS. 



THE COURSE OF INSTRUCTION 

PREPARED BY 



PROF. WALTER SMITH, 

n 

STATE DIRECTOR OF ART EDUCATION FOR MASSACHUSETTS. 



AND ADOPTED FOR 

THE PUBLIC SCHOOLS OF BOSTON, CHICAGO, ST. LOUIS, SAN FRANCISCO, 
NEW YORK, BROOKLYN, WASHINGTON, MILWAUKEE, INDIAN- 
APOLIS, DETROIT, COLUMBUS, PITTSBURGH, ROCH- 
ESTER, SYRACUSE, LOWELL, LAWRENCE, 
WORCESTER, FALL RIVER, NEW 
BEDFORD, SPRINGFIELD, 
ETC., ETC. 




BOSTON: 

L. PRANG & COMPANY. 

1875- 



What Industrial Drawing is. 

Firsts Industrial Drawing has the forms of plane and solid 
geometry for its basis. When the two dimensions — length 
and breadth — are to be represented, the exercises should, 
therefore, begin with the drawing of plane geometrical forms, 
and by gradual steps advance to the application of these forms 
to practical design and to the different mechanical arts. 

Second, When the three dimensions — length, breadth, and 
thickness — are to be represented, the exercises should be- 
gin with the drawing of solid geometrical forins, and by grad- 
ual steps advance to the application of these forms in working- 
drawings for mechanics ; in practical perspective and light 
and shade. 

Third, Industrial Drawing teaches the principles of practical 
design as applied both to the form and to the decoration of 
all manufactured objects ; and so it acquaints the learner 
with conventionalization and with the most beautiful historical 
forms, whether of objects, or of their applied decoration. 

Fourth, Industrial Drawing develops the taste, the imagina- 
tion, and the inventive faculties, and in such a way as to 
benefit every one who has to do with form, either as producer, 
merchant, or consumer. 

Fifth, This is the kind of drawing contemplated by the 
legislatures of Massachusetts and New York in their provis- 
ions for instru^tto«4n,4ra.w4n^4R pMblio echcjois.* 

Sixth, This 3s ."tS^'^jnclJcifJcJr^.wing^rlcKDmTiJended by the 
Superintendent of Public Instruction for New York. 

Seventh, To*t^at;h*[|i5c:^5ti;ial':D'i'atvJnp: fs'llle'.surest way of 
developing fine'aff anwTng'tiier*p^6]Dler' 

Eighth, This is the kind of drawing which has been intro- 
duced into the public schools of the leading cities of the 
country. 

Ninth, This is the kind of drawing recommended by the 
leading educators of the country. 

Tenth, And this is the kind of drawing which is 

TAUGHT ONLY IN THE COURSE OF INSTRUCTION PREPARED 
FOR PUBLIC SCHOOLS BY PrOF. WaLTER SmITH, StATE DI- 
RECTOR OF Art Education for Massachusetts. 



i3V- yu BoDieislef 



o 



INDUSTRIAL DRAWING FOR PUBLIC 

SCHOOLS. 



In view of the fact that instruction in Industrial Drawing 
is now one of the required studies in the public schools of 
New York, the attention of school officers and teachers is 
invited to the course of instruction in Industrial Drawing 
prepared by Prof. Walter Smith, State Director of Art Edu-. 
cation for Massachusetts, which has already been adopted in 
the principal cities and towns in New England, as well as in 
many of the leading cities "of the country, including the cities 
of Rochester and Syracuse. 

The considerations in favor of this course of instruction 
are : — 

/^i'rsf. It is prepared by a thoroughly competent teacher, — one who h? 
had a thorough and scientific professional training at the famous 9-cd 
Kensington Art Training School, London ; and who also hot\r,ff^'' a. 
large and varied experience, on a broad scale, as a practical teacher of 
drawing in all its phases ; and who, therefore, combines in an eminent 
degree two absolutely essential requisites for preparing a suitable 
course for public instruction, — thorough professional traitting, and 
practical experience in teaching the subject. 

Second. Prepared under such auspices, the course is both scientific and 
comprehensive. The study of drawing, as now required, can be re- 
garded neither as an amusement nor as an accomplishment. // mnst 
be Industrial in its character; and from the beginning in the primary 
school, to the advanced work in high schools and art classes, the instruc- 
tion should be arranged on a sound educational -basis : the various 



features of the study should be carefully graded according to the various 
grades of classes and ages of pupils in public schools ; and the instruc- 
tion should tend to direct and practical ends. 

The study of drawing is a very broad one in its applications to 
practical life ; and no course of instruction can be satisfactory that 
does not embrace its scientific and practical features as a basis. 

Third. This course is not an expensive one for the pupils. Arranged as it 
is, to cover the period of the school-life of pupils, the whole expense 
for books and cards for the first eight years' study, or until pupils reach 
the High Schools, is only $3.75. 

Fourth. It is a course which can be taught in Primary and Grammar 
schools by the regular teachers, after slight preliminary instruction in 
the use of the cards and books. In nearly every city where it has 
been introduced, the instruction in these grades of schools is given by 
the regular teachers. 

Fifth. It is not a theoretical course: neither is it an experimental one. 
The author has personally taught every feature of it ; and it there- 
fore represents his practical experience : at the same time, its use in 
the best public schools of the country, and the 'results which have fol- 
lowed from its introduction, are of the most satisfactory nature. 

In every one of the cities named as having introduced it, the results 
shown by the work of the pupils are completely satisfactory. 

The publishers take pleasure in referring to Rochester and Syracuse 
in New York State for confirmation on this point, and particularly 
to the annexed Reports on Drawing in the schools of Milwaukee- 
and Syracuse. 

HOW TO BEGIN THE STUDY OF DRAWING IN PUBLIC SCHOOLS. 

± 

j-f^S?, not expected that a complete and comprehensive 
course can be introduced at once into schools where the 
study has not previously been pursued. Only the elemen- 
tary branches can be undertaken at first. And the Depart- 
ment of Public Instruction of New York has wisely suggested 
that the first introduction of the study should embrace the 
following elementary subjects ; viz., — 

Freehand Outline Drawing from flat copies ; that is, printed copies. 
The Elementary Principles of Original Design. 
Freehand Model and Object Drawing. 



And that, in the treatment of these subjects, sound instruc- 
tion should be given in the following features : — 

Geometrical Forms. 

Memory and Dictation Exercises. 

Conventionalization of Forms. 

The Principles of Elementary Design. 

The Principles of Freehand Perspective. 

These suggestions of Mr. Gilmour, the able superintendent 
of the Department of Public Instruction for the State of New 
York, are in full accord with the best educational authorities, 
both in this country and in Europe, in regard to the proper 
subjects for elementary instruction in drawing. They form 
precisely the kind of elementary instruction that is being 
given in Europe at the present time, and also the kind of 
instruction Massachusetts began with four years ago ; and 
no course of instruction can be regarded as satisfactory, 
which does not deal with these subjects and features as 
the foundation of the instruction, and treat them in a 
thoroughly educational manner. 

PRDF. smith's course EMBRACES THESE FEATURES. 

It is the merit of Prof. Smith's Course that it does regard 
these subjects as fundamental, as will be seen by the annexed 
diagram of the full course on page 6 ; and it will be noticed, 
in the diagram referred to, that, in the Primary and Inter- 
mediate Courses, these features are fully set forth as elemen- 
tary steps, and as preliminary stages to more advanced work, 

INSTRUCTION SHOULD BEGIN IN ALL GRADES. 

When the study is introduced into public schools, instruc- 
tion should be begun in all grades. It is no more difficult to 
begin wisely and thoroughly than to begin with half-and-half 
or experimental measures. Let one thing be clearly under- 



stood by school-officers, — good results cannot be produced 
unless they regard the study as an important one in the 
course of school studies, and insist, at the beginning, that it 
shall have proper attention. 

INPORTANCE OF HAVING SOUND ELEMENTARY INSTRUCTION 

TO BEGIN WITH. 

Teachers and school-officers should bear in mind, in select- 
ing a course of instruction in drawing for public schools, that 
it is not simply a course for one or two years' study that 
they should provide. All elementary instruction is wasted, 
unless it leads to something practical ; and these elementary 
stages should be carefully considered with reference to the 
more advanced work which should follow. Drawing is a very 
comprehensive study ; and in its advanced stages of Design, 
Historical Ornament, Light and Shade, Building Construc- 
tion, Architectural and Mechanical Drawing, and Painting, — 
branches of the study which should be undertaken in the High 
schools, — it is absolutely necessary, for good results there, that 
all the instruction in the previous stages should be sound ; 
and it should be particularly noted that Industrial Draw- 
ing does not mean picture-making, or the drawing of the 
human figure, or of birds, animals, or miscellaneous objects 
generally, in the elementary instruction. 

The study of drawing, therefore, is something which should 
not be undertaken lightly ; and, before accepting any course of 
instruction for public schools, teachers and school-officers would 
do wisely to ascertain if it embraces the following points : — 

First. Does it teach Industrial Drawing, and does the elementary 
instruction embrace the subjects and features required by the Super- 
intendent of public instruction ? 

Second. Are these subjects and features arranged in an educational 
manner, so that they can be taught by regular teachers after the neces- 
sary preliminary instruction has been given ? 

Third. Is the instruction in these subjects and features so arranged as 



5 

to be applicable to the more advanced features of the study of draw- 
ing ? If so. what is the character of the advanced work contemplated ? 
And, further, does the Course, in all its details of elementary and 
advanced instruction, represent the practical experience of its author 
in teaching these subjects ? 
Fourth. What are the results of the Course as shown by its practical 
use in schools ? On this point, specimens of actual and regular 
school-work should be required for examination. 

The publishers of Prof. Smith's Course of Instruction will 
be happy to supply information on all these points. They are 
particular to give information in regard to all the details of 
the Course, especially in regard to its grading and to the 
character of the advanced work. And the Course has had 
such wide adoption, that the results of its use can be seen in 
a large number of cities. 

PRELIMINARY INSTRUCTION TO TEACHERS. 

In order to begin the study of drawing well in public 
schools, the regular teachers should be instructed in regard 
to the practical features of the study, and the best way to 
teach them. This can be done by engaging a special teacher 
of Drawing for a term, or by providing a course of lessons to 
teachers. 

In regard to giving preliminary instruction to teachers, 
the publishers of this Course desire to say that they have 
the addresses of a number of teachers of drawing, who have 
had instruction in this system from Prof. Smith, in the Mas- 
sachusetts Normal Art School, and who are therefore well 
qualified to give preliminary instruction to teachers. Boards 
of Education desiring such preliminary instruction are re- 
quested to apply to the publishers. 

For further particulars in regard to the Course, terms of 
introduction, teachers, &c., apply to 

L. PRANG & CO., 

Art and Educational Publishers, 

47 Franklin Street^ Boston. 



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8 

CITIES WHERE PROF. SMITH'S COURSE OF IN- 
DUSTRIAL DRAWING HAS BEEN INTRODUCED. 

The following leading cities of the country have made the 
study of Industrial Drawing a regular feature of study in 
their public schools, and have adopted Prof. Walter Smith's 
course of instruction for exclusive use : — 

Boston. Fitehburg. Alleghany, Penn. 

Providence, K.I. Springfield. Columbus, O. 

Lowell. Concord, N.H. Toledo. 

Lawrence. Augasta, Me. Chicago. 

Newton. Lewlston, Me. Detroit, Mich. 

Taunton. Natick. Milwaukee, Wis. 

Somerville. Gloucester. Minneapolis, Minn. 

"Worcester. Pittsfield. Indianapolis, Lid. 

Cambridge. Haverhill. St. Louis, Mo. 

"Waltham. Hartford, Conn. San Francisco, Cal. 

Dedham. Syracuse. "Washington, D.C. 

Fall River. Rochester. 

Uew Bedford. Pittsburg, Penn. 

The course has also been placed on the list of text-books 

adopted for use in the public schools in New York City and 

Brooklyn. 

PARTIES WHO COMMEND PROF. SMITH'S 
COURSE OF INSTRUCTION. 

This course of instruction is warmly commended by the 
following well-known educators, each of whom is acquainted 
with the practical working of the course in public schools : — 

Gen. John Eaton, Washington, U.S. Coimnissioyier of Education. 

Hon. Andrew D. White, President of, Cornell University. 

John D. Philrrick, LL.D., Late Siipt. of Public Schools, Boston. 

William T. Harris, Supt. of PiMic Schools, St. Louis, Mo. 

J. L. PiCKARD, Supt. of Picblic Schools, Chicago, III. 

M. B. AiiT)¥.RSO^,l..\..T>., President of Pochester University. 

Warren Johnson, Sitpt. of Public Instructiojt, Mame. 

James McAllister, Supt. of Public Schools, Milwaukee, Wis. 

H. M. WiLLARD, Supt. of Picblic Schools, Newton, Mass. 

R. W. Stevenson, Supt. of Public Schools, Columbus, O. 

G. J. Lucky, Siipt. of Public Schools, Pittsburgh, Pa. 

Edward Smith, Supt. of Public Schools, Syracuse, N. Y. 

J. O. Wilson, Supt. of Picblic Schools, Washington, D.C. 

H. F. Harrington, Supt. of Public Schools, Neiu Bedford, Mass. 

Duane Doty, Late Supt. of Public Schools, Detroit, Mich. 



INDUSTRIAL DRAWING IN THE STATE OF NEW 

YORK. 

New York is the second State in the Union which has 
recognized the importance of Industrial Drawing in Public 
Education and the last Legislature passed an Act which 
must lead to the adoption of the study in all the public 
schools of the State. 

The following is a copy of a Circular in regard to instruc- 
tion in Industrial Drawing, issued by the Superintendent of 
Public Instruction for the State of New York. 

STATE OF NEW YORK. 

Department of Public Instruction, 
Albany, N.Y., Aug. 2, 1875. 

To the of the 

The following is a copy of an Act passed at the last session of the 
Legislature, to which I invite your careful attention : — 

CHAPTER 322. 

An Act relating to Free Instruction in Drawing, passed May 
14, 1875; Three Fifths being Present. 

The People of the State of New Vorh, represented in Senate and Assent' 
bly, do etiact as follows : — 

Section i. — In each of the State Normal Schools, the course of study 
shall embrace instruction in Industrial or Freehand Drawing. 

Sect. 2. — The Board of Education of each city in this State shall 
cause free instruction to be given in Industrial or Freehand Drawing in 
at least one department of the schools under their charge. 

Sect. 3. — The Board of Education of each union school, free-school 
district incorporated by Special Act of the Legislature, shall cause free 
instruction to be given in Industrial or Freeliand Drawing in the schools 
under their charge, unless excused therefrom by the superintendent of 
public instruction. 



10 

Sect. 4. — This Act shall take effect October first, eighteen hundred 
and seventy-five. 

It will be noticed that the Act is mandatory in regard to Normal 
Schools and the schools in cities, in some of which drawing already forms 
a part of the regular course of instruction. The Act takes effect on the 
first of October next ; and by that time the Board of Education of each 
city, and the Local Board of each Normal School in which drawing does 
not now constitute a part of the regular course of study, should be pre- 
pared to comply with its requirements. The department desires to have 
this law enforced faithfully, and with reasonable promptness, and, at a 
future day, will require, from those having the management of schools 
affected by it, reports showing what steps have been taken in that direc- 
tion, and what progress has been made. 

I leave it to the Local Board and Faculty of each Normal School to 
arrange all matters of detail necessary to give effect to the Act, so far as 
those schools are concerned. 

In cities, and in free-school districts incorporated by Special Act of the 
Legislature, the Board of Education have the right to determine in which 
department of the schools under their charge instruction in drawing shall 
be given ; and they may select either the Primary, the Intermediate, or the 
Grammar departments. I suggest, however, that the beginning be made 
in the Grammar Schools, and that the instruction be given to all classes 
in those schools. 

It will be observed that the intention of the Act is especially to pro- 
mote the study of industrial drawing, which embraces " freehand " draw- 
ing. The department suggests, that, during the first year, systematic 
instruction should be attempted in at least the following-named subjects 
of the study : — 

Freehand Outline Drawing from flat copies, that is, printed copies. 
The Elementary Principles of Original Design. 
Freehand Model and Object Drawing. 

Instruction in these subjects can be carefully graded for Primary, Inter- 
mediate, Grammar, or High Schools ; and the exercises should embrace 
the following features : — 

Geometrical Forms. 

Memory and Dictation Exercises. 

Conventionalization of Forms. 

The Principles of Elementary Design. 

The Principles of Freehand Perspective. 



II 

These suggestions are not, of course, intended to apply to those schools 
in which a system of instruction in Industrial Drawing has already been 
introduced. 

In beginning the study, I recommend the employment of special teach- 
ers, for a time, to instruct the regular teachers, and supervise the work 
done in the schools ; but drawing, like other branches of study, must 
ultimately be taught by the regular teachers. I also advise the examina- 
tion and promotion of pupils in drawing, the same as in other studies. 

The importance of a practical knowledge of the principles of Freehand 
Drawing is not likely to be over-estimated. It has been recognized by 
the authorities in Europe, and by those of several of the States of our 
Union. It should, therefore, be esteemed a pleasure, as well as a duty, 
to comply with the requirements of the Act above printed ; and I shall 
look for your active and hearty co-operation in the effort to introduce the 
study of Industrial Drawing into our public schools. 

Your obedient servant, 

Neil Gilmour, Superintendent. 



INDUSTRIAL DRAWING IN SYRACUSE. 

In the city of Syracuse, Prof. Smith's Course of Instruction 
has been in use for nearly two years, and with so much satis- 
faction, that at the public exhibition of drawing, held in June, 
1875, ^ committee was appointed to examine and report upon 
the results. The gentlemen composing this committee were 
all well qualified, from their practical knowledge of the sub- 
ject to judge wisely of the work exhibited. It will be noticed 
that the chairman of the committee was Rev. Dr. Anderson 
of the Rochester. University. The Supervisor of Drawing 
in Syracuse is Mrs. Mary D. Hicks, who confines her instruc- 
tion to the regular teachers and to the classes in the High 
School. Omitting a few details, the Report was as follows : — 

The committee have examined the drawings of the pupils of the public 
schools of Syracuse with great interest. They have been impressed by 



12 

the correctness, taste, and skill which the drawings indicate, and also 
with the rapidity of the improvement, shown by the marked progress in 
execution in the change of any one grade of schools to the next higher ; 
and also in view of the little time that has been given to this branch of 
instruction. 

Those members of the committee who also examined the work of these 
same schools a year ago see a marked and gratifying advance in the 
character of the drawings; and all are united in a recognition of the 
ability and enthusiasm of the lady who has the general charge of this 
department, and the fidelity with which the teachers have discharged 
their duty. 

It is well known how naturally and spontaneously children take to 
drawing rude imitations of objects or pictures, when once slate and pencil 
are intrusted to their hands. Here there may be seen, in the progressive 
series of drawings exhibited, how, from these crude attempts at imitation 
of childhood, may be developed, with hardly more than a mere suggestion 
by the teacher, ability to execute mechanical and freehand drawings 
requiring the exercise of no small amount of judgment, artistic skill, and 
taste. 

And this withal, not in the case of a few individuals specially endowed, 
but in the average pupils of our public schools. And it is to be borne in 
mind that these results have been secured by the labors of teachers who 
are only, perhaps, but little in advance of their pupils, and who, in that 
regard, are by no means as competent as will be the teachers of the next 
generation, who will have had their training in the art in the formative 
period of their lives. The testimony of the teachers is, as might be ex- 
pected, that the children are easily interested in such work, so that it is 
rather a recreation than a task. It is even quite possible that the children 
are further advanced in their other studies by reason of the life and inter- 
est excited by the drawing-lessons. At all events, as to the exercise itself, 
it may be said that it interests the children. It will be remembered that 
one very good test of the disciplinary value of any subject of instruction 
is the degree of interest that can be excited in the pupils' mind in relation 
to it. 

As has already been intimated, the work is so eminently progressive in 
its nature, that any one who views these drawings can see how naturally 
a child can be led along from the simple lines on the slates, from the Pri- 
mary Schools up to the quite elaborate exercises of the Normal class in 
the High School. In scarcely any other branch can the steps of instruction 
be so nicely adjusted to the pupils' needs as in this. The grade of ascent, 
so to speak, can be positively arranged to meet every case. But, no matter 



13 

at what point of the series any pupil may be constrained to leave, what he 
or she may have already accomplished will tell, in a certain practical 
way, in every lot or calling in life to which they may be assigned. 

Drawing has so long been regarded as a mere accomplishment, and as 
needing a special aptitude, that it will take some time for the public mind 
to be educated up to the conviction that any one can acquire it, if taken 
at proper age ; and that scarcely any elementary study has so practical a 
bearing upon the daily life of the average graduate of our public schools, 
as drawing, properly taught. 

Leaving entirely aside those considerations which are commonly ad- 
vanced in favor of the cultivation of art in general, — common to all arts, 
— the committee will confine themselves to a suggestion or two upon the 
strictly practical advantages of the study of drawing, as it can be com- 
passed in an ordinary common-school course. 

Perhaps it may be well to narrow the question still more, and allude 
only to its influence upon those who are to be engaged in mere mechani- 
cal em.ployments. These very drawings on exhibition show training of 
eye and hand, of judgment in size and form and proportion, of accuracy 
of measurement, of inventive faculty, and these habitually exercised at 
a time of life when correct habits are most easily formed. Such habits 
and such acquirements are the only foundations for success in any line of 
mechanical industry. These qualities, once possessed by an individual, 
make him the master-workman, perhaps, able to interpret the plans and 
instructions of the architect or superintendent, apt in design, able to 
direct the details, or suggest the most direct means to accomplish any 
given mechanical ends, or to solve some of the intricacies of the problems 
in practical mechanics. At all events, it will make him the skilled work- 
man, to earn the highest wages of his class by his full comprehension of 
the tasks assigned him, and the accuracy and thoroughness with which he 
performs them. 

As is well known, under the old system, no small portion of the time of 
apprenticeship was spent in acquiring those elementary notions, and that 
elementary skill of hand, .which might have been easily acquired before 
the boy left his school ; and this preliminary practical judgment- and 
dexterity is no small part of every trade-knowledge. It is related of the 
English ship-carpenters, that when the change was made from wooden to 
iron vessels, in the absence of skilled iron-workers, they were temporarily 
employed, and it was then found, that, with a short stage of apprentice- 
ship, they became expert in the new employment. 

Your committee believe that the study of drawing in the public schools 
has just this direct practical effect, — to shorten the apprentice state of 



^ 



14 

mechanic life, and so prove an economy of materials and an economy of 
effective industry. It will increase the value of all mechanical labor by 
the habits of accuracy and dexterity with which it furnishes the boy 
emerging from school -life. 

The tendency of our time is to a more thorough and enduring work- 
manship in architecture, to a greater perfection in machinery, to labor- 
saving inventions, and to what is sometimes called decorative art in its 
manifold forms. These all demand skilled labor ; and it will be noticed 
that those nations where drawing has been taught in the elementary 
schools have hitherto taken the lead in such profitable industries. 

But the influence of such training and such habits upon female charac- 
ter, and in household occupations, would hardly be less favorably, as 
your committee are convinced, though they will not swell this report by 
any attempt to illustrate this thought. 

We close by urging the people of the city to visit this exhibition, and 
see what has already been done, and to consider the possible, or rather 
the probable, results of this instruction in increasing the effective capacity 
of the people in after-life. 

We are sure, that, with such observation and reflection, a judicious sys- 
tem of drawing in the public schools will commend itself to the approval 
of every intelligent person. 

M. B. Anderson,' 

t'lSilsbee ' ' E,xamining Committee. 
W. A. Duncan, 

The uniform excellence of the work in the Syracuse schools 
is very noticeable, and speaks well not only for the course of 
instruction adopted, but for the intelligence with which it 
has been used by Mr. Hicks and the teachers. The work in 
the Primary schools is particularly good, and shows how 
easily and how readily very young children can be taught to 
draw when they receive proper instruction. 

What has been done in Syracuse can be done in every city 
when the subject is taken up in the proper manner. 



15 



INDUSTRIAL DRAWING IN MILWAUKEE. 

Among prominent educators, one of the first to recognize 
the importance of Industrial Drawing was James McAllister, 
Esq., of Milwaukee, at present Superintendent of Schools 
of that city. He saw at once the practical wisdom of the 
step taken by Massachusetts in 1870, when that State began 
the movement in favor of Art Education, by ingrafting in- 
struction in Industrial Drawing upon her system of public 
instruction ; and he appreciated the. good sense which led 
that State in beginning this new branch of instruction, to seek 
the services of a competent and experienced Art Master to 
take charge of the subject and lay out the proper course of 
instruction. Accordingly, when Prof. Smith's course of in- 
struction appeared in 1873, Mr. McAllister immediately 
secured its introduction into the public schools of Milwaukee ; 
and such has been the success produced by its use with the 
teachers and pupils in that city, and such has been the 
interest of the people of Milwaukee in the study, that, at 
the school examination for the present year, the Board of 
Education appointed a committee, comprising some of the 
most intelligent citizens, to examine and report upon the 
examination drawings of the teachers and pupils. 

This Citizens' Committee made the following report, which 
is commended to all parties interested in the subject: — 



REPORT OF THE CITIZENS' COMMITTEE ON DRAWING IN THE PUBLIC 
SCHOOLS OF MILWAUKEE. 

Milwaukee, July 24, 1875. 
To the Board of School Commissioners of the City of Milwaukee. 

Gentlemen, — The committee of citizens appointed by you to inspect 
the drawings prepared by the pupils of the public schools for their annual 



i6 

examination of the present year, take pleasure in reporting that they have 
done so, and that they are satisfied, from such inspection, that this depart- 
ment of public instruction is under competent «ianagement, and is making 
very encouraging progress. 

The total number of drawings prepared was about fourteen thousand, 
being some four thousand more than were shown last year on the same 
occasion. The drawings from the several schools were arranged by 
grades, and were tastefully tied together, and in some cases bound for 
easy reference, and for preservation. The average age of the pupils in 
the lowest grade exhibiting was nine years. There are two grades still 
lower ; viz., the ninth and tenth in the regular classification. These are 
not allowed to draw upon paper, but pursue regular exercises upon slates 
and the blackboard. Many have learned to draw in this way before they 
could read and write, a fact which of itself is sufficient to dispel the for- 
midable notions of the difficulty of the subject which are sometimes 
entertained. The average age of the highest grades of the Grammar 
Schools exhibiting was about fourteen and a half years, and of the High 
and Normal Schools sixteen years. 

As all were obliged to begin at the same point upon the first introduc- 
tion of drawing into the schools, two years ago, the work of the older 
pupils does not show the same superiority to that of the younger, which 
will be the case when the. system has been long enough in operation to 
have the upper classes filled with scholars who have been through the 
regular course of training in the successive grades below. 

THE DRAWINGS INSPECTED 
by the committee comprised freehand outline drav/ings of leaves, flowers, 
ornamental patterns, vases, and similar objects in a regular series. They 
were drawn from copies, from dictation and memory respectively. There 
were also specimens of map-drawing, and, from the High School, of 
mechanical drawing. The last, we learn, has been prosecuted with such 
good effect, that three of the graduates of the High School have been 
found competent to pass the examinations for admission to the scientific 
departments at the Ann Harbor and Madison universities. In addition, 
all the grades above the fifth displayed examples of original designs for 
ornamental patterns. 

A number of fine drawings, consisting of copies and original designs, 
were exhibited also by the teachers. These are entitled to especial credit, 
since the teachers themselves have been obliged to acquire, since the in- 
troduction of the system, the knowledge which they are now engaged in 
imparting to others. 

The superintendent of drawing teaches only the pupils of the High and 



17 

Normal Schools, the rest of his time being devoted to instructing the 
teachers, and supervising their work. 

The method of instruction through the regular teachers is found to be 
not only an economical measure, but the most effectual means of attaining 
the end in view. The intimate acquaintance of the teachers with their 
pupils, obtained by daily contact, enables them to overcome the difficulties 
in each case more readily than could be done by an outsider. At the 
same time, the subject, when approached in this way, seems less formida- 
ble than if a special professor were brought in to elucidate something 
which the learner finds that his own teacher does not understand. 

The excellence of the work of both teachers and scholars establishes 
that drawing 

CAN BE LEARNED BY ALL, 

and that no special artistic gifts are required, as is frequently asserted, 
to attain considerable proficiency. Much of the drawing, it is true, is 
awkward, showing the untrained e3'e and unsteady hand ; but it is hon- 
estly made, shows regular progress, and is marked by its very defects 
as the genuine performance of those whose work it professes to be. 

A remarkable ratio of improvement is observable by comparison of 
these drawings with those prepared for the examination of last year. The 
work then done by the first and second grades is now executed with 
equal facility by the fifth and sixth, and will be mastered the coming year 
by still lower grades ; while the upper will go on to more advanced sub- 
jects. 

This exhibition has furnished to many, if not to all, of the members of 
the committee, their first practical acquaintance with the system of draw- 
ing in use in our schools, and with the manner in which it is being car- 
ried out. They believe, that, if a similar acquaintance could be enjoyed 
by the public generally, the opposition to the study which has been man- 
ifested in some quarters would be replaced by warraiavor and encourage- 
ment. They find that the aim proposed is not to teach drawing simply as 
rudimentary fine art, but 

INDUSTRIAL DRAWING, 

that, namely, which is required in the practice of many trades and 
branches of manufactures, and in architecture and engineering. So far 
from being a mere accomplishment, without use for the children of per- 
sons in moderate circumstances, and an expensive luxury for the tax- 
payers, it is in the highest degree a practical and useful acquirement. 
Among its minor benefits, the encouragement of habits of personal neat- 
ness in the pupils is not to be overlooked. 



i8 

THE SMITH SYSTEM IN USE. 

The system in use, that of Walter Smith, an accomplished English 
instructor, who has been engaged as State Director of Art Education in 
Massachusetts for the past five years, is based upon that adopted twenty 
years ago by the English Government, after a thorough examination of 
the methods in use in other European countries. It is not, therefore, an 
experiment dependent upon the whims of successive teachers, but a fully 
perfected system tried by years of successful practice, and approved by 
the most competent persons everywhere. 

.THE POPULAR IDEA OF DRAWING, 

as derived from observation of its practice in most private schools, and 
under the direction of most self-styled professors of the art, believes it to 
consist in the laborious copying of commonplace pictures, which copies 
are hung up in parlors for admiration, while the perpetrator remains"with- 
out the slightest ability to draw any natural object, with no acquaintance 
with the underlying principles of art, and without even manual dexterity 
capable of any useful application. Dissatisfaction with this sort of draw- 
ing is so well founded, that it would seem almost legitimate to make the 
encouragement of such waste of time and money an indictable offence. 
The system of Industrial Drawing, on the contrary, makes utility its 
principal aim. It has a definite object in view, and is instructive and 
valuable at all of its stages. Instead of creating an artificial refinement, 
and a distaste for labor, as has been asserted, it will make many kinds 
of manual labor — as in the occupations above mentioned — more 
attractive, because more easily mastered, better paid, and dignified with 
an element of beauty which has been greatly lacking in American work 
hitherto. 

THE DEPARTMENT OF ORIGINAL DESIGNS 

was found much the most interesting part of the exhibition. It may seem 
surprising that persons who have been under instruction but a short time 
in each week for not more than two years can be already engaged in such 
difficult work as the preparation of original designs. The explanation is 
found in the fact, that it is one of the admirable features of the system in 
use, that it commences from the first to clear away the mystery in which 
design is involved. It analyzes ornamental forms, first of simple, then of 
complicated construction, into their original elements. It re-combines 
them, showing the process step by step, and then shows how the same 
elements may be differently combined in many other ways. The pattern 



19 

of a carpet, or a wall-paper, or tile-flooring, is thus no longer a difficult 
puzzle, but is seen as an orderly arrangement of simple forms which in 
themselves are easily comprehended. 

An illustration will explain the manner in which these original designs 
are made, more clearly than could be done by description. We select 
three examples, at random, from among those prepared by the teachers. 
A plant, in this instance the convolvulus, is divided up into its elements, 
and certain geometrical figures are given, which these elements are to be 
used to fill with ornamental combinations. 




The parts given are : i. The leaf, front view; 2. The leaf, side view; 
3. The flower, side view ; 4. The flower, front view ; 5. The bud ; 
6. The tendril. The plant is conventionalized for decorative purposes ; 
that is to say, it is drawn as if flat, and without perspective effects. 




A teacher in the Plankinton School used but three of -the given ele- 
ments ; viz., the front view of the leaf, the side view of the flower and 
the bud. Arranged in an eight-pointed star inscribed in a circle, the 
above result was produced. 



20 

A teacher in the Washington School selected an oblong pointed figure, 
and used all of the given elements in the following more elaborate design. 




A third teacher, also in the Washington School, combined the given 
elements in still another fashion to suit the outline of a square, with small 
circles described upon the corners, as below. 

The number of possible forms and combinations is almost limitless. 
" There is material enough in a single flower," says Ruskin, " for the 
ornament of a score of cathedrals." 




It is not claimed that these examples meet all of the requirements of 
good design. Indeed, about their only merit is that of filling symmetri- 
cally the allotted spaces. As designs, they violate several of the canons 
which authorities on the subject have laid down, especially that which 
requires that ornament of this kind should grow from a definite stem. 



21 

and from definite points of departure. It will be noticed, that, in these, 
there is an absence of logic. Flowers grow out of the tops of leaves, and 
leaves and buds and other flowers out of the tops of flowers, in the most 
unreasonable and unnatural manner. They should proceed in the order 
of their importance, from common stems or roots ; the observance of 
which principle would give a unity to the whole. 

Such as they are, however, these designs show that the principles of 
symmetry and ornamental arrangement have been inastered. The rest, 
under the kind of instruction which it should be the business of the 
Superintendent of Drawing to impart, will follow in due time. 

THE INTRODUCTION OF INDUSTRIAL DRAWING 

into England was the result of an effort to improve the character of Eng- 
lish manufactures as compared with those of surrounding nations. The 
manufacturers of New England were actuated by a similar motive. If 
the movement were confined to our own section alone, it would be too 
sanguine to expect from it any extraordinary results. But, beginning in 
Massachusetts, it is spreading throughout the country ; and Milwaukee 
is but keeping pace with other localities. The skill which is now being 
acquired must be felt in a few years very sensibly. It will be felt in our 
iron-works, boiler and machine shops, and factories of every kind. It 
will show in the fronts of our buildings, and in all the furniture and uten- 
sils with which they are provided. 

There are scarcely any objects manufactured in the United States free 
from some trace of ornament ; but almost all of them are admitted to be 
homely. It is present on stoves and crockery, on door-bells and door- 
mats, on walking-sticks, penholders, and thimbles. It is ugly, because 
beautiful combinations cannot be hit upon at random ; and most of this 
is designed without knowledge. It is expensive, also, because there are 
few persons who can make even these abortive attempts at design. 
Every architect knows that contractors add something to their estimates 
for any design that is at all out of the common, although the actual 
amount of work upon it may be less than upon the stereotyped patterns. 
A slavery to commonplace routine is thus enforced. Increased ability to 
design, and to understand design, will make beautiful forms as common 
as ugly ones now are. No detail of the ordinary surroundings of life is 
too humble for the manifestation of industrial art. It is essentially the 
poor man's art, since it aims, by beautifying common objects, to bring 
within his reach a range of pleasures which have been hitherto reserved 
for the wealthy. 

Although the movement cannot fail to be everywhere beneficial, it is 



22 

not unreasonable to expect, from a population constituted like that of 
this locality, somewhat unusual results. There is here 

AN UNUSUAL MINGLING OF NATIONALITIES, 

all of which have, under favorable circumstances, exhibited high artistic 
talent. The German in his own country is studiously devoted to art. In 
the small state of Wurtemberg alone, there were, in 1867, no less than 
sixty-four art-schools in full operation. The Bohemian, the Pole, the 
Norwegian, the Englishman, the Irishman, and the Frenchman has each 
his latent capability, according to the individual genius of his country. 
In such a union of diverse elements, ethnologists find the happiest 
results : and we may confidently look forward to seeing them realized in 
our own case. 

THE OBJECTS SOUGHT TO BE ATTAINED 

by industrial' art cannot justly be thought of little account, even in com- 
parison with what are admitted to be the important interests of life. If 
it can be made possible to derive actual pleasure, instead of a sentiment 
of indifferent toleration, from contemplation of the wall-paper and carpet, 
the chairs, sofas, and footstools of one's apartment, from the bedstead on 
which he sleeps, the table at which he dines, the form and ornament of 
his plate, his cup, his knife, fork, and spoon (silver or pewter as the case 
may be ; for there is little or no necessary connection between beauty of 
design and rich material), or, again, from office desks and counters, hook- 
rack, safe, ink-stands, and gas-fixtures, — would not the sum of this 
reduplication of impressions surpass almost any and every other interest ? 
The objection offered by certain persons, that they have lived well 
enough without such fantastic refinements, and do not see the need of 
them, is as illogical as it is ungracious. Such is the rate of transition 
and progress in American life, that one improvement is constantly tread- 
ing upon the heels of another. That certain things have not been had in 
the past can never be an argument for maintaining that they will not be 
needed in the future, until it is settled that universal perfection has been 
arrived at ; and this, we think, the most self-satisfied among us are still 
very far from asserting. 

It may be asked, how, if the results briefly indicated above be admitted 
to be desirable, the teaching of drawing in the public schools is to secure 
them. It will do so by the education of the artistic sense of the commu- 
nity. As in the study of literary composition, the scholar is taught to 
appreciate beautiful figures of speech, or a simple and pure style of 
expression as contrasted with a bombastic one, so that, in his future 



LofC. 



23 

range of reading, he is prepared to admire the one, and discountenance 
the other : so in the study of art he learns the virtues and vices that may 
be manifested in straight lines and curves, light and shade, and colors. 
And just as, although he himself may never be called upon to write or 
compose to any extent, he will appreciate in other writers the character- 
istics which he knows to be good, and thus aid in making them prevail : 
so although he may never have to design either houses, or furniture, or 
frescos, when he comes to need them, or when his critical opinion is 
desired, he will commend such as are good, and repudiate those whicU 
are without merit. It is necessary to furnish an audience as well as per- 
formers ; and the more critical and accomplished it is, the better the 
style of work which will be insured. 

THE COMPLETE SYSTEM 

which has been entered upon in our schools comprises a number of sub- 
jects which have not been taken up, because the pupils have not been 
sufficiently advanced hithero to do so with advantage. Among these are 
Perspective and Model Drawing. The time for commencing these has 
arrived ; and a small outlay for the purchase of casts and other models 
for use in this department is now needed. Some facilities of this kind 
must be provided, unless instruction is to stop at the merest rudiments. 
The influence of a few good antique heads, ornaments, and parts of fig- 
ures, kept constantly before the pupils, could not fail to be highly bene- 
ficial. It would be commendable, if the small amount of material of this 
kind needed could be contributed from private sources. The persons 
who are interested in art are not too numerous in any community ; and, 
as they see its importance and value more clearly than others, the duty of 
sustaining attempts to aid in its propagation devolves upon them in an 
especial manner. The difficulty experienced in maintaining an art gal- 
lery, even of the smallest dimensions, in Milwaukee, must be convincing 
evidence, that, to make such institutions flourish as they should, a more 
fertile soil is needed. When the good seed falls upon a rock, it is with- 
ered up as a matter of course. The general dissemination of some 
degree of taste and knowledge by means of instruction in drawing in the 
schools will fertilize the soil as could be done in no other way, and pre- 
pare it for an abundant efflorescence in the future. 

The complete plan as adopted in Massachusetts contemplates the estab- 
lishment of evening schools to supplement the day schools. These have 
been put in operation in many localities with the most successful results. 
The committee would strongly recommend their introduction here. 
Instruction in the general branches could be combined with that in draw- 



24 

ing ; and mechanics, and others be thus afforded the opportunities for 
improvement which they have been prevented by adverse circumstances 
from enjoying in the regular way. 

THE TOTAL COST 

of the department of drawing in our schools is confined to the payment 
of one salary of fifteen hundred dollars, and the purchase of a small 
quantity of drawing-paper for the examinations. Under the present sys- 
tem, it can never be a source of expense at all commensurate with its 
importance. 

Perhaps the most comprehensive and effectual means of reaping the 
benefits which are hoped for from the prevalence of the system of Indus- 
trial Drawing would be the incorporation into the State laws of a statute 
similar to that adopted in Massachusetts. This adds drawing to the list 
of studies required to be taught in the public schools of the State, and 
prescribes, also, that every city of ten thousand inhabitants shall make 
provision for giving free instruction in Industrial or Mechanical Drawing 
to persons over fifteen years of age, either in day or evening schools, 
under the direction of the School Boards. The committee respectfully 
suggest the advisability of a movement in this direction as a means of 
broadening the basis of art culture, and also of giving to the State 
schools a unity in this important particular which they possess in most 
others. 

In closing, the committee desire once more to heartily commend both 
the system in use and the progress which has been made in the city 
schools, and to bespeak for the department of drawing the interest which 
its value as an element in the development of our industries demands. 
What it most needs is not extravagant outlay, but rational appreciation 
and encouragement. 

W. H. Bishop, Chairman. 

William H. Metcalf, ^ 

F. A. LuiTiCH, \- Committee. 

James Douglas, ) 

• Similar and equally emphatic commendations in regard to 
the results of this course of instruction could be had from 
every city where it has been thoroughly introduced. 



What is not Industrial Drawing, 

Firsts That kind of drawing which does not employ the 
forms of plane and solid geometry as its basis is not Indus- 
trial Drawing. 

Second^ That kind of drawing which ignores practical de- 
sign, and which does not provide for instruction in conven- 
tionalization and historical ornament as leading features of 
practical design, is not Industrial Drawing. 

Thirds That kind of drawing which consists principally of 
exercises in the representation of old castles, cabins, carts, 
stumps, stone walls, and other like picturesque objects, is not 
Industrial Drawing. 

Fourth, That kind of drawing which consists of exercises in 
the representation of animals, birds, fishes, flowers, shells, 
and the like, is not Industrial Drawing. 

Fifth, That kind of drawing which consists of exercises 
involving shading and perspective applied indiscriminately 
in the elementary exercises is not Industrial Drawing. 

Sixth, That kind of drawing which has not a clear and un- 
mistakable bearing upon the different industrial arts ; which 
does not develop the taste as it relates to manufactures and 
all kinds of practical decoration, is not Industrial Drawing. 

Seventh, That kind of drawing, the elementary principles 
of which cannot be taught to young children, is not Indus- 
trial Drawing. 

Eighth, That kind of drawing which has, until quite re- 
cently, been taught generally in public and private schools, 
is not Industrial Drawing. 

In short, the only system of Industrial Drawing 

PUBLISHED in THIS COUNTRY, WHICH TREATS THE SUBJECT 
IN A PRACTICAL AND EDUCATIONAL MANNER, IS THE ONE 
PREPARED BY PrOF. WaLTER SmITH, StATE DiRECTOIJ. OF 

Art Education for Massachusetts. 

L. PRANG & CO., 

Art and Educational Ptiblishers, 

Boston. 



I 



LIBRARY OF CONGRESS 



HOW TO INTROD 

Prof. Walter Smith's System of Liuu^jLuai lyiavvL^g^ 

INTO PUBLIC SCHOOLS WHERE NO SYSTEMATIC COURSE OF 
INSTRUCTION HAS PREVIOUSLY BEEN GIVEN. 



First, Secure a competent teacher, one acquainted with the subject of Indus- 
trial Drawittg, to give elementary instruction to teachers, and explain the features 
of the study. Where a special teacher cannot be had, the regular teachers should 
be required to study the Manuals carefully, which will enable them to teach with 
good results. 

Second, In the Primary Schools, place the Primary Course, beginning 
with the First Series of Cards for the pupils, and the Primary Manual for the 
teachers. 

Third, In the Intermediate and Grammar Schools, place the Interme- 
diate Course, beginning with Intermediate Book Number One for the pupils, 
and the Intermediate Manual for the teachers. 

Fourth, In High Schools, the first instruction must be adapted to circum- 
stances. Of course, but little can be done in the High Schools beyond what is 
done in the Grammar Schools, until pupils trained in the latter schools enter 
the former. 



WHAT IT COSTS TO INTRODUCE 

Prof. Walter Smith's Course of Industrial Drawing 

INTO PRIMARY, INTERMEDIATE, AND GRAMMAR SCHOOLS. 



IN PRIMARY SCHOOLS. 

First series of Primary Cards for each pupil, retail price . . .15 cents. 

Primary Manual for each teacher, retail price ^i.oo 

IN INTERMEDIATE AND GRAMMAR SCHOOLS. 
First Intermediate Drawing-Book for each pupil, retail price . • 15 cents. 

Intermediate Manual for each teacher, retail price $1.25 

Liberal terms given for introduction. 

It will be seen, from the foregoing statements, that this is not an expensive 
system to introduce ; and it will be particularly noted that the two courses, the 
Primary and Intermediate Courses, embrace fully the features set forth by the 
Superintendent of Public Instruction for New York, These features will not be 
found in any other course of instruction. 

Sample copies of both courses mailed to parties desiring to exajnine them, on 
the receipt of the postage, 50 cents. 

*^* For full particulars, terms of introduction, teachers, &c., apply to 

L. PRANG & CO., 

Art and Educational Publishers, 

Boston. 



LIBRARY OF CONGRESS 



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9 936 869 



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